As stated previously if we know where we are now we know how to get where we need to be, like a PLC GPS devise we can use the PLC Data Discourse Matrix to locate which quadrant we are in now in order to prescribe the appropriate action steps. If your PLC is in Quadrant 1 – Low Data Support and Low Discourse, your PLC does not mention specifics or why or how students are performing. The first step is to answer essential question number 2 – ‘How will you know if your students understand it.’ In other words come up with an assessment or create a common formative assessment if one is not provided. The next step is to break the assessment down into skills or standards then compile the information before your next PLC. This will move your PLC to quadrant 2. If your PLC is in Quadrant 2 – High Data Support but Low Discourse, your PLC does not answer the how or why, you have data but don’t analyze or use it to plan. Your PLC is explaining not analyzing the results. The first step is to answer essential questions 3 & 4; ‘What do you do if your students do not or already know it?’ This is the response section, in other words; what is next? This is where the use of protocols can help a PLC. With the right protocol your PLC can discuss these questions without jumping to conclusions or glossing over the data. The right protocol is the express highway that carries your team to the destination without prematurely exiting at the next rest stop. Follow the protocol then create a plan for remediation for those students that did not know it, and create a plan for enrichment for those that already know it. This will move your PLC to quadrant 4. If your PLC is in Quadrant 3 – Low Data Support but High Discourse, your PLC has great discussions on students and outcomes but creates strategies or supports without data. This is characterized by vague words like most, many or few. Your PLC may create groups or plans for students that are not based on data and therefore are hit and miss. Sometimes these plans are exactly what the student needs but sometimes they are not. Your PLC is inconsistent. Your first step is to answer essential question 2; ‘How will you know if your students understand it.’ In other words come up with an assessment or create a common formative assessment if one is not provided. The next step is to break the assessment down into skills or standards then compile the information before your next PLC. This will move your PLC to quadrant 4.
If your PLC is in Quadrant 1 – Low Data Support and Low Discourse, your PLC does not mention specifics or why or how students are performing. The first step is to answer essential question number 2 – ‘How will you know if your students understand it.’ In other words come up with an assessment or create a common formative assessment if one is not provided. The next step is to break the assessment down into skills or standards then compile the information before your next PLC. This will move your PLC to quadrant 2.
If your PLC is in Quadrant 2 – High Data Support but Low Discourse, your PLC does not answer the how or why, you have data but don’t analyze or use it to plan. Your PLC is explaining not analyzing the results. The first step is to answer essential questions 3 & 4; ‘What do you do if your students do not or already know it?’ This is the response section, in other words; what is next? This is where the use of protocols can help a PLC. With the right protocol your PLC can discuss these questions without jumping to conclusions or glossing over the data. The right protocol is the express highway that carries your team to the destination without prematurely exiting at the next rest stop. Follow the protocol then create a plan for remediation for those students that did not know it, and create a plan for enrichment for those that already know it. This will move your PLC to quadrant 4.
If your PLC is in Quadrant 3 – Low Data Support but High Discourse, your PLC has great discussions on students and outcomes but creates strategies or supports without data. This is characterized by vague words like most, many or few. Your PLC may create groups or plans for students that are not based on data and therefore are hit and miss. Sometimes these plans are exactly what the student needs but sometimes they are not. Your PLC is inconsistent. Your first step is to answer essential question 2; ‘How will you know if your students understand it.’ In other words come up with an assessment or create a common formative assessment if one is not provided. The next step is to break the assessment down into skills or standards then compile the information before your next PLC. This will move your PLC to quadrant 4.